Supporting neurodivergent learners is a crucial aspect of creating an inclusive education system in Aotearoa New Zealand. Neurodivergent learners can possess distinct strengths, including critical and analytical thinking, adaptive problem-solving, creativity, ideation, and pattern identification; however, they may also encounter challenges during their learning journey.

For many learners in Aotearoa, assessment isn’t just a measure of progress - it can be a source of confusion, stress, and disconnection. From school leavers adjusting to new university expectations, to vocational learners strong in practical skills but struggling with written tasks, to neurodivergent learners in environments that don’t suit the way they think, the challenges are real and widespread.

“Pacific are a potential to be realised. Not a problem to be solved.”
Winona Ngaro-Malifa

Pacific learners enter tertiary education grounded in rich cultural values, communal intelligence, and intergenerational resilience. Their journeys, however, often unfold in systems that do not yet reflect the depth of their knowledge, ways of learning, and community expectations.

The emergence of generative AI tools like ChatGPT has sparked widespread concern among educators, particularly those at the tertiary level. Questions abound: “How do we prevent cheating?” “Should we ban AI in assessments?” “Can we trust learners’ work any more?” These uncertainties come from a lack of understanding about AI, its credibility, and how it will affect learners and their work ethic.

With the rapidly changing global economic, technological and health environments, it is more important now than ever that adults are equipped with the tools they need to become lifelong learners. Whether they’re gaining an education, retraining for a new job or career, or getting up to date with online learning, strong literacy and numeracy skills are crucial.

It would be impossible to say that every person engages with and processes information in the exact same way in a learning environment. Each and every learner is unique and so are their learning preferences. So, how do we ensure that we create inclusive, flexible learning environments where people of all abilities can thrive? That’s where Universal Design for Learning (UDL) comes in.

There are not a lot of people who get excited about international literacy and numeracy data. After all, the Programme for the International Assessment of Adult Competencies (PIAAC) survey is not exactly Friday night entertainment.

However, while its findings might not come with popcorn or a gripping plot, they do offer a crucial insight into how well the global adult population, including Aotearoa New Zealand, is equipped for work, life, and everything in between.